46
We compit with BoSa school, SMPN 4, and SMP 1.
The student mispelled the word ‘compit’. It should be ‘competed’ and it
was corrected by the ELESP students. In the open ended question, Student 11 stated:
Yes, it helps me in correcting the wrong verb spelling. Ya, membantuku membenarkan penulisan verb yang salah
Therefore, scaffolding also helped the student to be more aware with the spellings.
c. Having Individual Feedback
Using scaffolding in the recount text gave the students opportunity to have individual feedback. The feedback was not only discussed generally in the class,
but each of student had the further explanation of their writings. The ELESP students’ scaffolding in the form of letter made the feedback in a discussion-like
session. Even though it was not a direct discussion, the students got the feedback that focused on their own writings.
On the open ended question, Student 16 stated: I am happy, the ELESP students explains well. Senang, kakak2
mahasiswa menjelaskan dengan tepat. It also stated by Student 17. He stated:
I am happy, the ELESP studens explains well so that I can place the past verb in a right position. Seneng, kakak-kakak jelasin jelas jadi bisa bedain V2
yang harus di pakek di bagian mana.
47 d.
Feeling Motivated Another benefit for the students is feeling motivated. Based on the
questionnaires, most of the students agreed that scaffolding made them enjoy
learning English and it motivated them to learn English.
Based on the questionnaires, almost all of the students agreed that the use of scaffolding for recount text material impressed them. Since scaffolding
impressed the students, they were very happy to use it as the technique to learn the recount text because they could really know their errors. In the open-ended
question, Student 10 answered:
It helps me very much because I could know which one is correct and which one is wrong. Wah ya sangat membantu, karena menjadi tau mana yang
benar dan yang salah Student 15 also answered:
I am happy because I could know the right vocabularies and learn better. Senang, karena bisa mengetahui kata-kata yang benar dan mempelajari dengan
lebih baik It showed that the students could really know their errors in the previous
writings and why it was wrong so that they would not do the same errors anymore for the next writings.
Furthermore, scaffolding encouraged the students to like English lesson. It could be seen from the questionnaires in statement number eleven. The statement
stated whether the use of scaffolding for recount text material made the students like learning English. Almost all of the students agreed with it. The last statement
stated whether the use of scaffolding for recount text material motivated the students to learn English. Twenty seven out of twenty eight students agreed about
48 it. It can be concluded that most of t
he students’ motivation to learn English was increased after they learned about recount text using scaffolding.
B. Discussion
In this part, the researcher answers the research questions. The research questions are: 1 How is scaffolding implemented for the 8
th
grade students of SMP Joannes Bosco in writing a recount text? 2 What are the benefits of
scaffolding in writing a recount text for the 8
th
grade students of SMP Joannes Bosco Yogyakarta? This part is divided into two sections. The first section is the
process of scaffolding implemented for the 8
th
grade students of SMP Joannes Bosco in writing a recount text. The second section is the benefits of scaffolding
in writing a recount text for the 8
th
grade students of SMP Joannes Bosco Yogyakarta.
1. The Process of Scaffolding Implemented for the 8
th
Grade Students of SMP Joannes Bosco in Writing a Recount Text
The process of scaffolding that was implemented for the 8
th
grade students of SMP Joannes Bosco in writing a recount text was related to the model of
scaffolding process that was adapted from Nothern Illinois University, Faculty Development and Instructional Design Center n.d.. Figure 4.5 presented the
model.
49
Figure 4.5 Models of Scaffolding
As Figure 4.5 showed, as the foundational knowledge, there wa s ‘what the
students can already do’. In this stage, the students were already able to do task that the teacher required them to do. In relation to this research, what the students
could already do was they already knew how to write a recount text. It was because the teacher already explained about a recount text briefly to the students.
After the teacher had already explained it, the students began to write their own recount texts. When they wrote their recount text, they still made some errors
related to the use of verbs in their writings. It was related to the ‘new task’ stage, where ‘students cannot do on their own’. Students needed others’ assistance to
help them writing a good recount text. In other words, they need scaffolding. The role of ELESP students was as the scaffolders. They were included in
the stage where ‘provided from the instructor’ was done. After the students had been through
the scaffolding process, they came to the stage ‘what students can now do on their own as a result of the scaffold’. In this stage, scaffolding was
50 removed. The students were already able to write their recount texts alone with
more awareness to the use of verbs. They became independent learners. The assistance allowed the students to be independent learners. It is related to Slavin
’s statement 2012:
Scaffolding is the support for learning and problem solving; might include clues, reminders, encouragement, breaking the problem down into steps,
providing an example or anything else that allows the student to grow in independence as a learner p. 42.
After scaffolding was implemented in the class, the students became independent learners. They became aware with the use of verbs when they wrote
their second and third recount texts.
2. The Benefits of Scaffolding in Writing a Recount Text for the 8
th
Grade Students of SMP Joannes Bosco Yogyakarta
When scaffolding was implemented in a writing recount text for the 8
th
grade students of SMP Joannes Bosco Yogyakarta, it could give some benefits. The benefits were having
the students’ awareness of the use of verbs including linking verbs, having the students awareness of the spellings, having individual
feedback, and feeling motivated. Those benefits were related to the advantages of using scaffolding stated by Nothern Illinois University, Faculty Development and
Instructional Design Center n.d.. The first benefit that was stated by Nothern Illinois University, Faculty
Development and Instructional Design Center was challenging students through deep learning and discovery. The second benefit was engaging students in
